Today I spent some time looking through over a hundred exercise books. Whilst there is some feedback to go to specific departments, what I was really interested in was efficiency and whether the time we spend marking proportionate to the impact on learning? Continue Reading
Thank you for this great blog put together by the Teaching and Learning group: it’s a really useful list of practical ideas for using Knowledge Organisers in your classroom. Continue Reading
With the term low stakes testing being used so frequently, I thought it would be helpful to focus on what this really means, why we do it and (most importantly!) how we go about it in the classroom.
A common challenge I hear from teachers in my literacy role, is that of getting pupils to read for understanding. It seems that all too often, pupils are able to read the entirety of a text without taking in its meaning or being able to do anything with it afterwards. So why does this happen and what can we do about it? Continue Reading
The idea of ‘mastery teaching’ has been an educational buzzword for some time, but what does it really mean and what can every teacher learn from its principles? Continue Reading
Time effective strategies to make sure that feedback always leads to learning
I ran an inset today with a colleague about giving ‘Feedback with Impact’. We deliberately avoided the word ‘marking’ because there are so many ways to communicate with pupils about their learning. We wanted to focus on ‘Impact’ because feedback is only worthwhile if it leads to learning. Continue Reading